2017-09-12T13:55:45ZTutoring targets − the challenge of evaluating successhttp://hdl.handle.net/2263/61012
Tutoring targets − the challenge of evaluating success
The evaluation of student success within a tertiary environment is a
challenging endeavour. Success is a multifaceted concept and the
achievement of success can be either promoted or prevented by numerous
factors. The main challenges include the need to determine how success
should be defined and how the contribution of intervention programmes
towards success can be established. In this paper we discuss the challenge of
interpreting quantitative and qualitative data in order to understand the
contributions of two tutoring programmes to student success within the
University of Pretoria's Faculty of Humanities. The main aim of the article is to
show that, when results are discussed within a programme theory framework
(PTF), important strengths and challenges of support programmes could be
highlighted. This offers an alternative perspective on the understanding and
evaluation of 'success' that differs from the 'one size fits all' model often used.
2016-01-01T00:00:00ZEnhancing postgraduate learning and development : a participatory action learning and action research approach through conferenceshttp://hdl.handle.net/2263/59678
Enhancing postgraduate learning and development : a participatory action learning and action research approach through conferences
Wood, Lesley; Zuber-Skerritt, Ortrun
Anxiety often prevents postgraduate students from maximising learning opportunities at a
conference when presenting their work publicly, or interacting with experienced
researchers. Since supervision is an opportunity for supervisors to help postgraduate
students most fully develop their ability as emerging researchers, overcoming such anxiety
is an important task for supervisors as well as students. As supervisors, we developed a
participatory action learning and action research (PALAR) support program to help
postgraduate students prepare for a conference to make overall participation, presenting a
paper and subsequent publication a true learning experience. We generated and analysed
data from the written reflections of 11 postgraduate students who participated in our
PALAR support program. The findings suggest that action learning, specifically PALAR, can
be used to enable a rich learning experience for postgraduate students attending
conferences through fostering relationships, building trust, a supportive environment,
collaboration, communication and competence among them. Postgraduate students who
experienced our PALAR support program developed not only skills, knowledge, confidence,
and deeper appreciation of learning opportunities through conferences, but also
understanding of the principles of PALAR that apply not just to the conference context but
across all aspects of learning and research and life at large.
2017-01-01T00:00:00ZEffectively digitizing communication with Turnitin for improved writing in a multilingual classroomhttp://hdl.handle.net/2263/51728
Effectively digitizing communication with Turnitin for improved writing in a multilingual classroom
This research aims to establish the effect of computer technology, specifically referring to the use of Turnitin, on writing in a South African multilingual language class. By employing a qualitative case study, the researchers observed the development of writing skills of 19 learners in an Afrikaans First Additional Language (FAL) class, utilising the internet and harnessing the use of blogs to collect data. Electronic interviews with learners and focus group discussions in a specially created chat room with other FAL teachers in the school were conducted to collect data. The conceptual framework incorporated the Technological Pedagogical Content Knowledge (TPACK) framework and Vygotsky’s zone of proximal development (1978). This adapted framework was employed as the lens to evaluate the efficacy of computer technology on writing. Findings indicate that the innovative application of Turnitin, a tool that provides a similarity index, to provide written corrective feedback (WCF), started an iterative cycle of review and contribution which lead to self-directed learning through spontaneous written collaboration amongst learners. Teaching was enhanced, learners felt more organised which resulted in more confidence, and learners’ individual needs were met. Instant access to the grammar rules via Turnitin’s quick mark comment led to the integration of the grammar rules and writing which is optimal for successful Afrikaans FAL writing.
2015-01-01T00:00:00ZBest practices for learning analytics initiatives in higher educationhttp://hdl.handle.net/2263/50956
Best practices for learning analytics initiatives in higher education
Jordaan, A.J.J. (Dolf); Van der Merwe, Antoinette
This article aims to summarise international best practices for implementing a learning analytics (LA) strategy in
a higher education institution (HEI). Universities have always collected data for reporting purposes. LA collects
data while students are learning, enabling targeted interventions with potentially at-risk individuals or students
with the ability to excel. LA has been made possible by the widespread use of technology, particularly learning
management systems (LMSs) that enable the electronic collection of data. Such data can be combined with more
traditional sources of data, such as student demographics or academic success plus qualitative information to
produce analyses for decision making.
Book chapter in :'Best practices for learning analytics initiatives in higher education' in Kilfoil, W.R. (Ed.). (2015). Moving beyond the hype : a contextualised view of learning with technology in higher education. Pretoria : Universities South Africa.
2015-01-01T00:00:00Z